WGU DGM3 Task 2 |Latest Update with complete solution
Direct Instruction Lesson Plan Template
General Information
Lesson Title: Reducing Fractions to Simplest Form
Subject(s): Math
Grade/Level/Setting: 5th
Prerequisite Skills/Prior Knowledge:
• Simple multiplication
• Equivalent Fractions
• Finding common factors
Standards and Objectives
State/National Academic Standard(s): 5.NF.A.1 : Add and subtract fractions with unlike denominators
(including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to
produce an equivalent sum or difference of fractions with like denominators(2024).
Learning Objective(s):
• Students will be able to use factorization to simplify fractions and identify when fractions are
at their simplest form with 80 % accuracy.
Materials Technology
• Interactive whiteboard Will use MacBook with integrated learning
• Division blocks worksheet
• Student whiteboards
• Dry-erase markers
• MacBook
• Exit ticket with 5 fractions
Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate
in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
This study source was downloaded by 493864 from cliffsnotes.com on 06-06-2025 04:08:33 GMT -05:00
https://www.cliffsnotes.com//study-notes/22005813
, Language Function(s):
Students will be able to discuss what Factorization is and strategies to find the common factors.
Vocabulary:
Numerator, Denominator, factor pairs, common factor, factor pairs, and simplest form.
Discourse and/or Syntax:
Discourse: While students are discussing vocabulary terms with their shoulder friend they are connecting
new terms with old concepts that have previously been discussed.
Planned Language Supports:
During learning the new vocabulary, each new mathematics term that is discovered will be added to the
Math terms poster.
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher Student Actions
whole group discussion reviewing equivalent fractions. Students will participate in group discussion reviewing
Discussing the terms that we already know: They will previously learned instruction. Students will discuss
turn to their shoulder friend and discuss these three previously learned vocabulary words with their shoulder
vocabulary words. (these are the definitions that the friend. Students will pull out fraction blocks and review
teacher is looking for). fraction equivalents. By showing and demonstrating fraction
make up.
• Numerator: Top number above the
fraction bar.
• Denominator: The bottom number below
the fraction bar and shows how many equal
parts the item is divided into.
• common Factor: it is a number that divides
into both the Numerator and
Denominator.
Fraction blocks will be used to review equivalent
Fractions. By showing and demonstrating the Fraction
make up of
• ½
• ¼
• ¾
Presentation Procedures for New Information and/or Modeling:
This study source was downloaded by 493864 from cliffsnotes.com on 06-06-2025 04:08:33 GMT -05:00
https://www.cliffsnotes.com//study-notes/22005813
Direct Instruction Lesson Plan Template
General Information
Lesson Title: Reducing Fractions to Simplest Form
Subject(s): Math
Grade/Level/Setting: 5th
Prerequisite Skills/Prior Knowledge:
• Simple multiplication
• Equivalent Fractions
• Finding common factors
Standards and Objectives
State/National Academic Standard(s): 5.NF.A.1 : Add and subtract fractions with unlike denominators
(including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to
produce an equivalent sum or difference of fractions with like denominators(2024).
Learning Objective(s):
• Students will be able to use factorization to simplify fractions and identify when fractions are
at their simplest form with 80 % accuracy.
Materials Technology
• Interactive whiteboard Will use MacBook with integrated learning
• Division blocks worksheet
• Student whiteboards
• Dry-erase markers
• MacBook
• Exit ticket with 5 fractions
Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate
in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
This study source was downloaded by 493864 from cliffsnotes.com on 06-06-2025 04:08:33 GMT -05:00
https://www.cliffsnotes.com//study-notes/22005813
, Language Function(s):
Students will be able to discuss what Factorization is and strategies to find the common factors.
Vocabulary:
Numerator, Denominator, factor pairs, common factor, factor pairs, and simplest form.
Discourse and/or Syntax:
Discourse: While students are discussing vocabulary terms with their shoulder friend they are connecting
new terms with old concepts that have previously been discussed.
Planned Language Supports:
During learning the new vocabulary, each new mathematics term that is discovered will be added to the
Math terms poster.
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher Student Actions
whole group discussion reviewing equivalent fractions. Students will participate in group discussion reviewing
Discussing the terms that we already know: They will previously learned instruction. Students will discuss
turn to their shoulder friend and discuss these three previously learned vocabulary words with their shoulder
vocabulary words. (these are the definitions that the friend. Students will pull out fraction blocks and review
teacher is looking for). fraction equivalents. By showing and demonstrating fraction
make up.
• Numerator: Top number above the
fraction bar.
• Denominator: The bottom number below
the fraction bar and shows how many equal
parts the item is divided into.
• common Factor: it is a number that divides
into both the Numerator and
Denominator.
Fraction blocks will be used to review equivalent
Fractions. By showing and demonstrating the Fraction
make up of
• ½
• ¼
• ¾
Presentation Procedures for New Information and/or Modeling:
This study source was downloaded by 493864 from cliffsnotes.com on 06-06-2025 04:08:33 GMT -05:00
https://www.cliffsnotes.com//study-notes/22005813
